PARA-PROFESSIONALISM

1 PARA-PROFESSIONALISM ParaEducators are an integral part of the educational team. The title of your job helps to identifythe role of the paraeducator as an active member of the educational team. The prefix para isdefined as being beside, nearby, or along with/side. This is coupled with the word educator which is defined as one who develops or trains the mind, capabilities, or character of another byinstruction or study. The educator within the structure of the classroom is the teacher. Therefore,as ParaEducators, you work beside or along with the teachers. In addition, to providinginstruction to students, teachers are also responsible for managing the classrooms. Final decisionsregarding the overall instruction of the classroom, methods utilized, and management of theclassroom belong to the teacher. The role of the paraeducator is to assist the teacher in theseareas. Likewise, ParaEducators are expected to conduct themselves in a manner worthy of theprofession.

2 As paraeducators in the classroom, you are often closer to students than anyone must be aware of the examples that you set. A secondary function in the classroom is to be arole model for students. Constantly be aware of your behavior and what it conveys to students. Many times our students perceive us as another teacher in the classroom. The nature of theparaeducator s role provides more opportunities to spend an increased amount of time with somestudents. Because of this, many times you are the recipients of a tremendous amount ofprivileged information. This information must be held to high standards of , if information pertains to abuse or neglect of the child, then paraeducators shouldfollow procedures set up by building paraeducators your duties are often similar to those of teachers. Therefore, your code of ethicsis similar. Your code of ethics should be based upon respect for others and a belief in humandignity.

3 Respect should extend to yourselves, the students, special education and generaleducation teachers, parents, administration, and other staff members. Three ethical standards for ParaEducators respect student and school confidentiality. You should discuss a student s performance only with staff members serving the student with the teacher s approval. Questionspresented by parents or other staff members should be directed tothe teacher. Relations. ParaEducators must support the teaching methods, strategies, andmaterials utilized by the teacher in the presence of students,parents, or others. Questions or concerns regarding these should bediscussed privately with the should follow methods of instruction and behaviormanagement consistent with the teacher. Any other methods mustbe discussed with and approved by the primary consideration in answering questions about students with special needs is a respectfor , all students look to adults as examples.

4 The best way to encourage interaction andunderstanding between students with disabilities and their non-disabled peers is to model respect,tolerance, patience, and acceptance. 2MY ROLES AND RESPONSIBILITIESParaEducators work as part of the educational team, in a supportive means. Your role is notteacher, but assistant. However, in order to be a close working team, our duties may sometimesoverlap with the duties of the teacher. As we discussed earlier, the overall instructional decisionsare to be made by the teacher. But to establish optimum performance as a team, a specific timeshould be set aside for teachers and paraeducators to discuss students needs and to planstrategies. Planning Sessions may sharing- background on the students, expectations, and procedures forstudents the teaching task-establishing clear objectives and developing specificlesson planning-based on evaluation of student achievements and newlydefined for with your teacher on a daily basis.

5 This is essential in order to builda program which addresses the diverse needs of students with suggestions and that final decisions are up to the feedback to the teacher regarding student progress and to special class projects and special interest Questions. If you don t, others will just assume you know the as a team member. Offer to do something to help equalize the familiar with the academic approach of the familiar with the needs of the children in the classroom. familiar with academic materials and equipment used in the classroom. sensitive to the feelings of children. and respect children and adults at all times. consistency when enforcing rules and implementing rewards andconsequences. any practical assistance that the teacher deems necessary for the success ofthe program. substitute teachers with daily routine and specific needs of the students.

6 Is very important to become familiar with the students you will work with, includingtheir likes and dislikes, their strengths and weaknesses, their areas of difficulty, and their specialneeds. This knowledge will assist in the development of a healthy relationship with students. Themore you understand about students, the more effective you can be in working with them. Youshould observe how and when the teacher helps a student with an issue to better learn preferredlearning styles and methods to address them. ParaEducators should be aware of the organization of the classroom and the daily routinein which they are expected to operate. Being familiar with the building and surroundings, andschool policy is necessary. Team work between the teacher and paraeducator is crucial. Therefore, paraeducatorsneed to develop a thorough understanding of the teacher s methods and strategies regardinginstruction and classroom management.

7 Effective discipline is consistent. Therefore, all partiesneed to know proper implementation of strategies and methods for discipline. Take the initiative as the paraeducator to ask questions to clarify unclear procedures. Donot allow situations to continue that perpetuate misunderstanding. Clear communication is anecessity. It is extremely important that paraeducators maintain confidentiality. It s not just s the LAW! Failing to maintain confidentiality puts both the paraeducator and theschool in a liability situation. Confidentiality is a guaranteed right to students and parents underFERPA, Article 7 and IDEA. To ensure that we are observing standards of confidentiality,discuss student progress or needs only with staff who work with the child. As paraeducators it isnot our right or responsibility to meet with parents or staff to discuss student progress. This is therole of the teacher.

8 As paraeducators we are particularly susceptible to temptations that breechconfidentiality. Because you are members of the communities in which you work, you knowmany parents and students on a more personal level. It is very easy to get caught in theconfidentiality trap. When approached by acquaintances or friends in the community, always beaware of confidentiality regarding our students and our school. As paraeducators, you act in a supportive role. Duties may encompass a broad range thatincludes activities related to the maintenance of organization in the classroom assistance withassessment, reinforcement and management of behavior, and data recording. Clerical duties mayalso be expected to assist in preparation of materials, operation of equipment, supervision of non-instructional activities, and assisting students with personal care. Flexibility regarding the dutiesof paraeducators is necessary in order to provide the best support for the unique needs ofstudents with disabilities in our classrooms.

9 ParaEducators may also be required to attend in-service and professional development opportunities to enhance knowledge of strategies andmethods. 4 REMEMBER THE THREE Rs. Re-teachany material the student does not understand or need extra help be sure the student understands and retains previously taught material. Re-enforcedaily what students know and learn. ParaEducators in the General Education Classroom should: Support the use of individual student programs Work with a variety of students who may have diverse learning needs Provide support, suggestions, and feedback regarding the strategies & instruction thathave been implemented Become a team member for some planning and evaluating of individual student programs Provide all students with opportunities for positive learning and interpersonal experiences Provide a variety of supports to both students and teachers 5 CONFIDENTIALITYAs paraeducators you are members of an educational team.

10 Educational team members shareconsiderable information about individual students and situations related to performance ineducational settings. Access to student information is necessary for team members to providespecial instruction and to support the educational progress of students with disabilities. It isessential that each team member respect confidentiality standards. Failing to observeconfidentiality is not only disrespectful, but it is illegal. All information about students and/or employees is treated with the strictest of confidential information gained through employment is an act of prohibitedconduct subject to formal disciplinary action. Maintaining confidentiality is a very seriousresponsibility held by all professionals, including paraeducators. CONFIDENTIALITY GUIDELINES1) Questions from parents regarding their children should be directed to the )Never discuss information about a student with parents of another student or any otherindividuals uninvolved in the delivery of educational )Never discuss information about a student with other students.